For this paper, research on the "interpretation" suggested by "-noda" was conducted using Najima (2007) as the theoretical framework. First, a test was conducted on scenes containing "-noka" (-"ndesuka") and "non-noka" ("-masuka") sentences targeting 33 foreign students, and simultaneously, a questionnaire survey was conducted on metacognition of "-noka" and "non-noka" sentences and on teaching methods used. Following this, teaching of "-noka" and "non-noka" sentences was executed using pictorial teaching materials and review exercises. In addition, a follow-up survey was conducted. In this paper, the results of the research are reported and analyzed.